A Realistic Take on “Leveling-Up” your Music Lesson Plan

In the fast-paced world of education, where the focus is often on covering a curriculum quickly, it's crucial to take a step back and reflect on how we can make our music lessons more equitable, inclusive, and engaging for all students.

One of the biggest barriers to addressing the needs (and all the “asks” put upon teachers) is a lack of time and support needed to actually make some changes. I often find myself coaching and giving professional development to music teachers who are asked, time and time again, to do more with less time. What then, is the solution? Here are some strategies for making the most of the little time you might have so that you can better support the needs of your students (while saving your sanity!).

Start Small with Equity in Mind

I truly believe that any real change take time, and happens in small, incremental steps. Change doesn’t come for sweeping reform. It comes from the small things teachers can realistically commit to in their day-to-day. This is particularly truewhen it comes to tackling issues of diversity, equity, inclusion, and belonging in the classroom. By focusing on just one lesson at a time, teachers can begin the journey of creating more accessible and student-centered learning environments.

Questions to ask Yourself that can help you “Level Up” Your Lesson

When it comes to leveling up lessons, there are several key questions that revolve around the central theme of equity. When I work with teachers, questioning often leads to real reflection and subsequent meaningful change. One question I commonly pose to teachers is, “Who does this help, and who does this hurt?” If we can identify students who are not being included by something we are doing, strive to add one or two accommodations or modifications that might better fit their needs. Other questions teachers might ask themselves include: 

Who and I including with this activity? Who am I excluding?

What do my students need right now, and how can I give that to them?

How else can I teach this? How many ways can I have students learn and experience the same information and skills?

How many ways can students demonstrate their learning? What does that look like?

Where can I give students choice in my lesson? How can I give them some control?

In what ways can I teach less so that students can engage with the content (and each other) more? What would that look like?

These are just some examples, but the idea here is that you don’t need to make all the changes, all the time. For many teachers, those expectations are unrealistic and often defeating. Rather, by gradually shifting the focus from teacher-centered instruction to more student-led activities, teachers can empower students to engage with the material, collaborate with their peers, and explore their creativity in meaningful ways.

Start small with this: Do this for one activity a day, then two activities the next week….and keep building upon it. Progress is progress. And your students (and you!) will be better for it!

A Practical Approach to Addressing Hidden Curriculum in Music Education

Music education is a powerful tool that can shape the minds and perspectives of our students in profound ways. As music teachers, we hold the responsibility to not only teach musical concepts and life skills but also to be mindful of the messages we are unintentionally sending to our students in our classrooms.

In education, we call this hidden curriculum—the messages, values, and behaviors that are implicitly conveyed through our actions and choices in the classroom. Hidden curriculum is tricky. All music teachers have it present in their classrooms and ensembles. It often flies under the radar within the good work that we are trying to do with our students. The hidden messages—what we are saying to our students without actually saying it out loud—quite often become the loudest messaging of all. We just don't realize it. For example, by choosing certain composers, emphasizing specific musical genres, or structuring music programs in particular ways, we are inadvertently shaping our students' beliefs about what is important in music and who holds authority in the musical world. From promoting certain composers as the "best" to unintentionally prioritizing traditional ensembles over modern musical expressions during the school day, we tell students what is important, and what is worthy for inclusion in our classrooms.

Uncovering our own hidden curriculum and taking action

The wonderful thing about hidden curriculum is that every music teacher has the power to uncover it and address it as best they can. By engaging in self-reflection, examining our teaching practices, and identifying the implicit messages we convey to students, we can begin to make intentional changes that align with our educational values and the needs of our students. A perfect first step to this is to take stock of what is happening in and out of the classroom. What ensembles are offered at school? How are we teaching music literacy? What music, skills and concepts are present within our curriculum? And, be centering those things we can identify, what then, are we excluding? More importantly, who are we excluding as a result of curricular choices? Our ways of teaching? It's a strategic way to broaden our inclusive practices in realistic and tangible ways.

By listing current practices and considering alternative approaches that promote inclusivity and diversity in music education, music educators can take tangible steps towards creating a more equitable and inclusive learning environment. One practical tool I developed to aid in this process is my "hidden curriculum inventory" (a portion of this is shown below). It is a document designed to help music educators assess their teaching practices and identify areas where hidden messages may exist. In fact, you'll likely uncover quite a bit of hidden curriculum. I encourage you to take one or two items from what you have uncovered and act on those. Remember, hidden curriculum will always be present. As a profession, the best we can do is be more mindful of it and make small shifts to address in along the way.

Portion of "Hidden Curriculum Inventory", ©ErinZaffini

As the school year draws to a close and plans for the future take shape, now is the ideal time to revisit our curriculum, reflect on our teaching philosophies, and strive to take actionable steps that will invite more participation, access, and inclusion in our music classrooms. Happy searching!

Embracing Equity in Music Education: An Ever-Evolving Journey Towards Inclusion and Diversity in Music Education

Music education is a vibrant and essential aspect of our society, enriching students' lives and fostering creativity. However, amidst the melodies and harmonies lies a crucial conversation about equity, inclusion, and diversity. Are we doing enough as a profession to “right the ship,” so-to-speak, in ways that can have real impact on music teachers’ practice in the classroom? Terms such as “diversity”, “equity” and “inclusion” are represented in the literature and during faculty and staff meetings more than ever. Our professional development conferences are (rightfully so) highlighting this all-important goal in music education. The goal of equity. Yet, a common frustration among many music educators I speak with is a lack of clear guidance on how to realistically apply this knowledge into the music classroom and ensemble setting.

Yes, repertoire selection is crucial. But that is only a small piece of the puzzle. Many colleges and universities fall short on taking action to create meaningful change to curricular offerings that help instill a strong equity-mindset among music educators (this is why my school has a master's degree that is entirely devoted to this very goal!). The same is true for professional development offerings at music education conferences.

To be sure, “diversity”, “equity” and “inclusion” are not merely buzzwords but pillars that uphold the foundation of a truly transformative music education system. We must do more than talk about their importance, we must act. Purposefully and with intention. As a profession that is still very much teaching the same way we taught 50+ years ago (at least!), we have made some strides. But there is more to be done. So, what next?

In this post, I'll try to delve into the heart of this conversation, urging music educators to go beyond words and into action. It is meant to serve as a guidepost for those seeking to navigate the complexities of equity in music education. It is meant to help answer the question, “what do I do now”? I hope it provides some clear answers for music educators who are looking for the next practical step that can further the mission of equity in their own classrooms.

Defining Equity in Music Education

Equity in music education transcends beyond an academic endeavor; it becomes a conscious pedagogical choice. It requires continual progress, practice, and patience from educators. The pursuit of equity is not a destination, but a journey filled with learning and growth. From acknowledging diverse student needs to creating inclusive classroom environments, equity in music education demands thoughtful and intentional actions. At the risk of over-simplifying, equity simply asks us to question what each student needs for success both in and out of the classroom. Not only this, but it challenges us to then take on those needs and ensure that we are giving students exactly that. It takes into account the whole child, and acknowledges that in the music classroom, music, and all of those standards that we find ourselves beholden to, are likely not the most important thing—it's our students.

Shifting Mindsets Towards Equity

One of the key ideas that I strive to impart on teachers I work with (and my very own grad students) is the importance of shifting mindsets towards equity in the music classroom. Equity-centered teachers prioritize individual student needs (academic and social and emotional), create space for student voice, and honor student identity and culture. By centering teaching practices around these values, educators can foster a more inclusive and supportive learning environment. What does each student need in my class? What do they want to learn? How can I teach them in a way that centers their own experiences? Their own backgrounds? How can I invite them to be key stakeholders in their own education? What can I learn from my students?

Tools for Equity-Centered Teaching

The idea of becoming an equity-centered music educator can be very daunting. Indeed, as I continue my work with my own students as well as veteran music educators, equity can feel like an “all or nothing” game. The pressure to do everything, all the time, is simply too much. My approach to helping everyone that I work with is to center the notion of “progress over perfection”. Focus on one thing, practice it for months in the context of your own position, and then gradually add something else into the mix. I provide resources to them that help them stay organized (such as the one below where teachers get to pick which element of equitable teaching to focus their energy on for 3-5 months) as they strive to learn what each student needs and what steps they will take to meet those needs. I give them space. I give them time. I let them learn at their own pace. I ask lots of questions and then carefully listen to the answers, without agenda and without judgement. That’s what teachers really need. An opportunity not only to define equity but supports along the way to help them course correct, reflect, and take meaningful and realistic action during their day-to-day work with students—the moments were centering equity matter most.

Moving Forward Towards a More Equitable Future

As music educators, embracing equity is not just a professional obligation but a moral imperative. By taking small but meaningful steps towards equity in the music classroom, educators can pave the way for a more inclusive and diverse future. Let us commit to teaching our students in ways that perhaps we never experienced ourselves as preK-12 students. Let’s continue to support that commitment with realistic action that can provide music educators with the necessary supports they need to put into motion the shifts that are needed in music education. The music education profession demands it. Our students deserve it.